ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTO
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Olh@res (Universidade Federal de São Paulo) |
Texto Completo: | https://periodicos.unifesp.br/index.php/olhares/article/view/15833 |
Resumo: | This writing to present the main constitutive landmarks of the specificity of teacher training in rural areas in Espírito Santo. It adopts a methodological perspective of a bibliographic research and take as a reference the discussions and data accumulated by researchers from Espírito Santo, highlighting the built itineraries, challenges, and ongoing actions. The central focus of the discussion lies in the relevance of training that is entwined within the diversity that characterizes rural areas in Espírito Santo, based on its territorial and ethno-cultural occupation. The Alternation Pedagogy is the theoretical and methodological perspective that underpins the formative processes, thus guiding the principles and goals of a training program that integrates political and pedagogical assumptions in the training of rural educators. The defense for the specificity training of rural teacher-educator-monitors stands in contraposition to a generalist and/or adaptationist perspective of education, as well as the need to comprehend the singularities of the Alternation Pedagogy and Rural Education in their theoretical and methodological dimensions. Finally, it presents some achievements and challenges of this process, based on work with social movements and propositions gathered at the 1st National Conference on Alternation Pedagogy, held in Salvador in 2019. |
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ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTOPEDAGOGÍA DE LA ALTERNANCIA Y FORMACIÓN DOCENTE RURAL EN ESPIRITO SANTOPEDAGOGIA DA ALTERNÂNCIA E FORMAÇÃO DOCENTE DO CAMPO NO ESPIRITO SANTO EducaçãoFormação DocentePedagogia da AlternânciaEducationTeacher TrainingAlternation PedagogyEducaciónFormación docentePedagogía de la Alternancia.This writing to present the main constitutive landmarks of the specificity of teacher training in rural areas in Espírito Santo. It adopts a methodological perspective of a bibliographic research and take as a reference the discussions and data accumulated by researchers from Espírito Santo, highlighting the built itineraries, challenges, and ongoing actions. The central focus of the discussion lies in the relevance of training that is entwined within the diversity that characterizes rural areas in Espírito Santo, based on its territorial and ethno-cultural occupation. The Alternation Pedagogy is the theoretical and methodological perspective that underpins the formative processes, thus guiding the principles and goals of a training program that integrates political and pedagogical assumptions in the training of rural educators. The defense for the specificity training of rural teacher-educator-monitors stands in contraposition to a generalist and/or adaptationist perspective of education, as well as the need to comprehend the singularities of the Alternation Pedagogy and Rural Education in their theoretical and methodological dimensions. Finally, it presents some achievements and challenges of this process, based on work with social movements and propositions gathered at the 1st National Conference on Alternation Pedagogy, held in Salvador in 2019. Este escrito presenta los principales hitos constitutivos de la especificidad de la formación de docentes en áreas rurales en Espírito Santo. Adopta una perspectiva metodológica de investigación bibliográfica y se basa en las discusiones y datos acumulados por investigadores de Espírito Santo, destacando los itinerarios contruidos, los desafíos y las acciones en curso. La centralidad de la discusión reside en la relevancia del processo formativo que se enreda en la diversidad que caracteriza al campo en Espírito Santo, a partir de su ocupación territorial y étnico-cultural. La Pedagogía de la Alternancia es la perspectiva teórico-metodológico que sustenta los procesos formativos, orientando así los principios y objetivos de una formación que integra los presupuestos políticos y pedagógicos en la educación de los educadores rurales. La defensa de la especificidad de la formación de maestros-educadores-monitores rurales se contrapone a una perspectiva generalista y/o adaptacionista de la formación, así como a la necesidad de comprender las singularidades de la Pedagogía de la Alternancia y de la Educación Rural en sus dimensiones teóricas y metodológicas. Finalmente, se presentan algunos logros y desafíos de este proceso, a partir del trabajo con movimientos sociales y las propuestas reunidas en la 1ª Conferencia Nacional de la Pedagogía de la Alternancia, celebrada en Salvador en 2019.Este escrito apresenta os principais marcos constitutivos da especificidade formativa docente do campo no Espírito Santo. Assume como perspectiva metodológica o estudo bibliográfico e toma como referência discussões e dados acumulados por pesquisadores capixabas, visibilizando itinerários, desafios e ações em curso. A centralidade da discussão está na relevância do fazer formativo que se enreda em meio à diversidade que é o campo do Espírito Santo, a partir de sua ocupação territorial e étnico-cultural. A perspectiva teórico-metodológica dos processos formativos em questão é a Pedagogia da Alternância, pautando os princípios e objetivos de uma formação que integra pressupostos políticos e pedagógicos na formação dos docentes campesinos. A defesa pela especificidade formativa de professores-educadores-monitores do campo é erguida em contraposição a uma perspectiva generalista e adaptacionista da formação, bem como pela necessidade de compreender as singularidades da Pedagogia da Alternância e da Educação do Campo em suas dimensões teóricas e metodológicas. Por fim, este texto cita conquistas e desafios desse processo, desde o trabalho junto aos movimentos sociais e as proposições reunidas na 1ª Conferência Nacional da Pedagogia da Alternância, realizada em Salvador, no ano de 2019. Universidade Federal de São Paulo2024-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unifesp.br/index.php/olhares/article/view/1583310.34024/olhares.2024.v12.15833Olhares: Revista do Departamento de Educação da Unifesp; v. 12 n. 1 (2024): Revista Olhares - UNIFESP - Publicação contínua (continuous publishing)2317-7853reponame:Olh@res (Universidade Federal de São Paulo)instname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPporhttps://periodicos.unifesp.br/index.php/olhares/article/view/15833/11814Copyright (c) 2024 Janinha Gerkehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGerke, Janinha2024-07-05T17:37:21Zoai:ojs.pkp.sfu.ca:article/15833Revistahttp://www.olhares.unifesp.br/index.php/olhares/indexPUBhttp://www.olhares.unifesp.br/index.php/olhares/oai||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com2317-78532317-7853opendoar:2024-07-05T17:37:21Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.none.fl_str_mv |
ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTO PEDAGOGÍA DE LA ALTERNANCIA Y FORMACIÓN DOCENTE RURAL EN ESPIRITO SANTO PEDAGOGIA DA ALTERNÂNCIA E FORMAÇÃO DOCENTE DO CAMPO NO ESPIRITO SANTO |
title |
ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTO |
spellingShingle |
ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTO Gerke, Janinha Educação Formação Docente Pedagogia da Alternância Education Teacher Training Alternation Pedagogy Educación Formación docente Pedagogía de la Alternancia. |
title_short |
ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTO |
title_full |
ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTO |
title_fullStr |
ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTO |
title_full_unstemmed |
ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTO |
title_sort |
ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTO |
author |
Gerke, Janinha |
author_facet |
Gerke, Janinha |
author_role |
author |
dc.contributor.author.fl_str_mv |
Gerke, Janinha |
dc.subject.por.fl_str_mv |
Educação Formação Docente Pedagogia da Alternância Education Teacher Training Alternation Pedagogy Educación Formación docente Pedagogía de la Alternancia. |
topic |
Educação Formação Docente Pedagogia da Alternância Education Teacher Training Alternation Pedagogy Educación Formación docente Pedagogía de la Alternancia. |
description |
This writing to present the main constitutive landmarks of the specificity of teacher training in rural areas in Espírito Santo. It adopts a methodological perspective of a bibliographic research and take as a reference the discussions and data accumulated by researchers from Espírito Santo, highlighting the built itineraries, challenges, and ongoing actions. The central focus of the discussion lies in the relevance of training that is entwined within the diversity that characterizes rural areas in Espírito Santo, based on its territorial and ethno-cultural occupation. The Alternation Pedagogy is the theoretical and methodological perspective that underpins the formative processes, thus guiding the principles and goals of a training program that integrates political and pedagogical assumptions in the training of rural educators. The defense for the specificity training of rural teacher-educator-monitors stands in contraposition to a generalist and/or adaptationist perspective of education, as well as the need to comprehend the singularities of the Alternation Pedagogy and Rural Education in their theoretical and methodological dimensions. Finally, it presents some achievements and challenges of this process, based on work with social movements and propositions gathered at the 1st National Conference on Alternation Pedagogy, held in Salvador in 2019. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-04-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unifesp.br/index.php/olhares/article/view/15833 10.34024/olhares.2024.v12.15833 |
url |
https://periodicos.unifesp.br/index.php/olhares/article/view/15833 |
identifier_str_mv |
10.34024/olhares.2024.v12.15833 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unifesp.br/index.php/olhares/article/view/15833/11814 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Janinha Gerke https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Janinha Gerke https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
dc.source.none.fl_str_mv |
Olhares: Revista do Departamento de Educação da Unifesp; v. 12 n. 1 (2024): Revista Olhares - UNIFESP - Publicação contínua (continuous publishing) 2317-7853 reponame:Olh@res (Universidade Federal de São Paulo) instname:Universidade Federal de São Paulo (UNIFESP) instacron:UNIFESP |
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Universidade Federal de São Paulo (UNIFESP) |
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UNIFESP |
institution |
UNIFESP |
reponame_str |
Olh@res (Universidade Federal de São Paulo) |
collection |
Olh@res (Universidade Federal de São Paulo) |
repository.name.fl_str_mv |
Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP) |
repository.mail.fl_str_mv |
||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com |
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1809463235380772864 |